Departmental Bulletin Paper オランダの中国系第二世代にみる学校適応の要因――文氏宗親会による学業達成賞受賞者へのインタビューから――
The Factors of School Success among Second Generation Chinese in the Netherlands: Based on the Interviews with Recipients of Academic Awards from Man Clansmen Association

山本, 須美子

19pp.9 - 32 , 2016-03 , 白山人類学研究会
The purpose of this paper is to reveal factors contributing to school success among recipients of academic awards and to reconsider the discussion of school success, or lack of success, among second-generation Chinese according to the parents’ and students’ understanding of academic achievement and the deposition of social capital produced by the Man Clansmen Association. The findings are based on interviews carried out by the author in February 2015 with 10 recipients of academic awards granted by the Man Clansmen Association, which was established in the Netherlands in 2000 for people with the surname Man. Survey results indicated that parents wished for their children to graduate from school in order to become independent but that they did not enforce or help with studies and were not fixated on their child’s school level or future employment. In addition, the parents did not form human relations centered on the Man Clansmen Association, and receiving academic awards was largely unconnected to the parents’ honor and pride. Receiving an award was not important to either the students or their parents, with the exception of parents in their 80s. Thus, even in the Man Clansmen Association, which is the only provider of academic prizes among associations for second-generation Chinese in the Netherlands, no deposition of social capital was linked to academic achievement. A factor in the award recipients’ academic success is that parents stress education as a means for their children’s independence in a lifestyle in which parents do not put pressure on their children or help with their studies and in which parents themselves are required to work long, hard hours. Within such a lifestyle, the children have developed independence and live without relying on their parents, having developed a sense of responsibility and diligence. This conclusion demonstrates that the factors of academic success can be explained by the parents’ socioeconomic status and social capital, a new point of view that has not been identified in previous research on the academic success or non-success of second-generation Chinese.

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